CHILD CARE WORKERS

Burnout

Peter Powis

Peter Powis provides a point-by-point
checklist of symptoms, causes and cures of the phenomenon of burnout

When I started working at the Children's Home, I
immediately noticed that the staff seemed to be obeying an unwritten
rule. This 'rule' seemed to say that the proper execution of a child
care worker's job required a lot of self-sacrifice. Any houseparent who
dared to try to arrange her life so that she could fulfil her own needs
as well as those of the children, was regarded as not doing a good job.
Adherence to this 'rule' was part of a process whereby many careworkers
were becoming increasingly isolated from the outside community. Not
surprisingly, burnout was a consequence.

What follows are some checklists of the symptoms of burnout, conditions
and attitudes which create burnout, and preventive measures. It should
be mentioned that resistance should be expected by anyone aiming to
introduce measures to alleviate burnout. This resistance is itself a
symptom of a burned-out system, and should be handled sensitively. By
fighting it head on, the intervener only creates more resistance (unless
he or she has the support of the whole organisation hierarchy). Burnout
tends to strike enthusiastic motivated children's home personnel more
than those who are relatively apathetic.

Symptoms of burnout

A cynical, negative attitude towards the
children, the organisation and one's work. This is accompanied by a
rigid resistance to new ideas.

A condescending, critical attitude towards
colleagues and others.

A tendency to withdraw from children, colleagues
and perhaps family and friends. Sometimes this withdrawal takes the
form of collusion with one or more similarly burned-out colleagues.

Possible problems in home and family life - caused by withdrawal and/or over-involvement in work, and/or
irritability.

A susceptibility to illness, injury and
accident-proneness.

Either a denial of one's own vulnerability - a
feeling that one can achieve anything without suffering personally;
or a pervasive sense of doubting one's ability to handle
situations.

An over-emphasis on authoritarian control and
punishment, particularly where one's own hostile feelings are not
expressed openly.

Unrealistic expectations accompanied by a
negative view of the results of one's efforts.

General fatigue and a feeling of incompetence.

Conditions and attitudes creating burnout

A self-image where one always must see oneself
as competent/never failing.

A strong need always to be needed and liked by
others (children, colleagues, superiors) and a very strong need
always to please these people.

The associated feeling that anyone who disagrees
is bad/against one.

The view that there is always only one right
answer or way of doing things (your own way); the view that there is
a solution to all problems.

The view that all one's own problems are due to
the system/organisation.

Over-identifying with the child, often against
the organisation, which often leads to over-protectiveness .

The fact that one rarely sees short term,
tangible positive results of one's effort.

A clash of ideology and needs between the
organisation's policy makers and those doing the work.

Unrealistic expectations of positive results.

The fact that one's work (successes, failures
and mistakes) are visible for all to see.

A lack of privacy/private space.

The stress of feeling that one always has to be
a perfect role model for colleagues/children /subordinates.

The physical and emotional stress of working
with difficult children.

The fact that flexibility, creativity and
resourcefulness are constantly required (e.g. to handle crises).

An understanding of the burnout process so that
one can recognise the signs and take responsibility for dealing with
it. This responsibility also lies with the organisation.

Colleague support whereby one is free to express
feelings without fearing criticism, loss of respect or a breach of
confidentiality.

Making provision for rotation of
responsibilities and for staff growth and development.

Staff awareness of the long and short term goals
of the organisation, and their involvement in planning,
administration and policy making.

Structure which allows for a balanced life for
staff and children, and which ensures that the routine and
administrative functions flow smoothly.

Understanding and acceptance of one's own
reasons for doing the job, and of one's expectations.

An understanding and acceptance of one's own
strengths and weaknesses, and those of the organisation.

An ability to set one's own limits on one's
workload, and to maintain a balanced lifestyle.

Physical exercise.

Open communication between all levels of the
organisation whereby different people can discuss issues without
feeling threatened/under attack.

Peter Powis is a clinical psychologist who at
the time of writing this was on the staff of the Louis Botha Children's
Home in Pretoria. Peter was for several years a member of the Editorial
Board of Child & Youth Care, and is now clinical director of the
Stepping Stones Addictions Clinic in Cape Town.

THE INTERNATIONAL CHILD AND YOUTH CARE NETWORK (CYC-Net)Registered
Non-Profit and Public Benefit Organisation in the Republic of South Africa
(031-323-NPO, PBO 930015296)